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Additional resources for Accreditation, Certification, and Credentialing: Relevant Concerns for U.S. Evaluators

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Except in those situations when evaluation itself is being studied, whenever an evaluator conducts a study, there is always specific content to address; programs focus on particular subjects or combinations of subjects (teen pregnancy, juvenile recidivism, early childhood literacy, shared governance, or any of an extensive number of other topics). Evaluator competencies live in the circle labeled evaluation-specific knowledge, skills, and dispositions, but overlap between those and the specific topics the program addresses.

Hundert, E. M. (2002). Defining and assessing professional competence, JAMA, 287(2), 226–235. European Evaluation Society (EES). (2013). Towards a Voluntary Evaluator Peer Review (VEPR) system for EES—Concept summary. , & Rugg, D. (2014). M&E competencies in support of the AIDS response: A sector-specific example. Canadian Journal of Program Evaluation, 28(3), 103–120. Gauh, G. (2004). Development of the certification of external evaluators for school evaluation based on a competency approach (Unpublished doctoral dissertation).

In summary, the current “what” of evaluator competencies includes both conceptual and practical issues. Conceptual concerns relate to validity, the importance of context, and the degree to which competencies should document and lead to high-quality practice as opposed to being an aspirational set of knowledge, skills, and dispositions. Practical concerns include the fact that, for better or worse, evaluators in a variety of settings are now discussing and using competencies and that these competencies need to be regularly changed as theory and practice evolve.